DESIGNING ENGLISH SPEAKING MATERIAL THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH

Abstract

This research aims to design English speaking materials through the Contextual Teaching and Learning (CTL) approach for Islamic Junior High School. The research adopts a Research and Development (R&D), involving four main steps: planning, material development, validation, and revision. Validation was conducted with the participation of three validators. The validation results indicated that several aspects of the developed materials were deemed appropriate, with Aiken's V scores exceeding 0.5. These aspects encompassed language and vocabulary, material suitability, depth of content, accuracy, currency, alignment with student developmental levels, communicative nature, precision, coherence of ideas, presentation techniques, instructional delivery, content organization, and illustrative content. Nevertheless, the validator assessments also highlighted the need for revisions in certain aspects, including title suitability and size conformity. Following the recommendations provided by the validators, the instructional materials were revised accordingly. In conclusion, it can be inferred that the developed English teaching materials can be effectively utilized at Islamic Junior High School after implementing the revisions suggested by the validators. This research contributes to enhancing the quality of English language instruction in Islamic junior high schools by providing relevant materials tailored to the needs of students at Islamic Junior High School.